Phase 1 Individual Project

Phase 1 Individual Project The Classroom Predicament Case Study Violet has persuaded Adrian into taking a risk on plagiarism by using someone else work. I think her rate should be a 2. However because Violet is not the student in this case she cannot be held responsible for her actions. Although I do feel that maybe if she would have helped Adrian with some of the work load on the job Adrian could have took the time to write her own paper. Encouraging a student to cheat is just as wrong as the student that has decided to submit a paper that is not one’s own.Louise is not the student in this case but he/she obviously has been or is a student. Therefore he/she is well aware of Academic Integrity Policy. I will have to rate her at a 3 because she did send the email as an attachment to Adrian. Encouraging a student is just as guilty as submitting the assignment essay writer life hacks. Professor Johnston because of his job at the University he is not able to bend the rules for Adr ian. I think the Professor should be rated at a 4.There are many ways to help students that are in this type of situation (overwhelmed) because many students prefer to take time away from school and never return. Dean Richards cannot be held responsible for his actions because he is only following protocols. Therefore he can only talk with Adrian and Professor Johnston to get an understanding of her actions. He will have to be ranked at a 5. Adrian is the most responsible I think she should be rate at a 1. Adrian is aware of the Academic Integrity Policy and she understands the consequences that are listed.I think Adrian should have took the time to write her own paper during her down time whether it was on her lunch break or even after work. However because the paper has been submitted I think Adrian should try to go back and submit her own work and see if the Professor would accept it and just deduct points for what she has done. An alternate strategy is to talk to the Professor i f that does not work I think she should talk to her Academic Advisor or even the Dean to take some of her load off until she is able to handle things at a normal pace again.I believe if she would have communicated with her boss she would have been in a better situation to catch up and complete all of her assignments on time without plagiarizing. In the future I recommend Adrian talk with her boss as well as her co-worker’s to get the help she need at work in order not to lose focus on her job. Then for her school work if she feels she is not able to perform at her best even with putting her all into it I think she should just take a break and try it later. Now she has a penalty on her record for plagiarizing.Students that are working full-time and have a family are faced with these situations often. There are many ways to communicate with school faculty to get the help one may need or even ones co-workers on the job. Rob was Adrian’s boos in this situation. I do not th ink that Rob is aware that Adrian is a current student in this situation and there is nowhere in the reading it is mentioned. I think Rob should be rated at a 6 because she is swamped at work with things to complete and because of her workload increase she is not able to maintain her assignments as a student.

Public Education in the Old South: 1790-1860 Essay

One of the most characteristic elements of the Enlightenment was the pervading missionary zeal for reform. Whereas Reformation zeal had gone into religious fervor, the enthusiasm of the Enlightenment was directed at reform of all kinds of institutions and was organized into campaigns for the aid of the weak, the poor, the persecuted, and the unfortunate. Fed by the liberalism that came from England in the late seventeenth and early eighteenth centuries, the propaganda for popular enlightenment found its climax in France in the middle and late eighteenth century and became the ideological forerunner of the French Revolution. Appealing not only to the growing intellectual and middle classes, the reformers also worked hard for the alleviation of the conditions of the masses of the people. A great increase in the agencies of public information took the form of new books, pamphlets, newspapers, journals, encyclopedias, debates, scientific academies, libraries, and museums. The fight for civil liberties, for religious and political freedom, and for popular education, the appeal to the natural rights of man as against privilege and tradition laid the basis for our western heritage of humanitarian democracy. Look more:  satire in the importance of being earnest essay In this struggle public education as we know it had its birth. Education in South Superficially at least, higher education flourished in the antebellum South. There were some half-dozen state universities and numerous private colleges. In 1850, the South had 120 colleges and universities, as compared with 111 in the North. Taking into account the considerable number of southern youths who went to such northern institutions of higher learning as Yale and Princeton, the South could point with pride to the number of its collegetrained youth. But southern colleges were smaller and more meagerly supported than those of the North, and the educational standards were of a lower order. The University of Virginia, founded in 1825, was a center of classical learning and was free of sectarian controls, but most of the colleges and universities were controlled by one or another of the religious denominations. The South had a considerable number of private academies for the sons of the well-to-do, and public high schools were increasing in number prior to 1860. There were state-supported common schools in some states, though only North Carolina and Kentucky had good public school systems. But reluctance to face taxation and a general feeling that it was the duty of the individual to see to the education of his own children were barriers to the development of public education. There were rural areas where the poorer classes had practically no educational opportunity. A large part of the white population of the South was illiterate, and a considerable number of the planters never learned to read and write. The system of Public Education was considered capable, and only capable, of regenerating this nation, and of establishing practical virtue and republican equality, it is one which provides for all children at all times; receiving them at the earliest age their parents choose to entrust them to the national care, feeding, clothing, and educating them, until the age of majority. Propositions of John Howland John Howland proposed to the General Assembly of the State of Rhode Island on the last Monday in February, A. D. 1799. In his Petition he proposed that all the children so adopted should receive the same food; should be dressed in the same simple clothing; should experience the same kind treatment; should be taught (until their professional education commences) the same branches; in a word, that nothing savoring of inequality, nothing reminding them of the pride of riches or the contempt of poverty, should be suffered to enter these republican safeguards of a young nation of equals. Howland further proposed that the destitute widow’s child or the orphan boy should share the public care equally with the heir to a princely estate; so that all may become, not in word but in deed and in feeling, free and equal. Thus may the spirit of democracy, that spirit which Jefferson labored for half a century to plant in our soil, become universal among us; thus may luxury, may pride, may ignorance, be banished. Howland also proposed that the food should be of the simplest kind, both for the sake of economy and of temperance. A Spartan simplicity of regimen is becoming a republic, and is best suited to preserve the health and strength unimpaired, even to old age. The propriety of excluding all distilled or fermented liquors of every description; perhaps, also, foreign luxuries, such as tea and coffee, might be beneficially dispensed with. These, including wine and spirits, cost the nation at present about fourteen millions of dollars annually. Are they worth so much? Thus might the pest of our land, intemperance, be destroyed-not discouraged, not lessened, not partially cured–but destroyed: this modern Circe that degrades the human race below the beast of the field, that offers her poison cup at every corner of our streets and at every turn of our highways, that sacrifices her tens of thousands of victims yearly in these states, that loads our country with a tax more than sufficient to pay twice over for the virtuous training of all her children-might thus be deposed from the foul sway she exercises over freemen, too proud to yield to a foreign enemy, but not too proud to bow beneath the iron rod of a domestic curse. Is there any other method of tearing up this monstrous evil, the scandal of our republic, root and branch? About other details he said that the dress should be some plain, convenient, economical uniform. The silliest of all vanities (and one of the most expensive) is the vanity of dress. Children trained to the age of twenty-one without being exposed to it, could not, in after life, be taught such a folly. The food and clothing might be chiefly raised and manufactured by the pupils themselves, in the exercise of their several occupations. They would thus acquire a taste for articles produced in their own country, in preference to foreign superfluities. Under such a system, the poorest parents could afford to pay a moderate tax for each child. They could better afford it than they can now to support their children in ignorance and misery, provided the tax were less than the lowest rate at which a child can now be maintained at home. For a day school, thousands of parents can afford to pay nothing. In his historical presentation he further proposed that under such a system, the pupils of the state schools would obtain the various offices of public trust, those of representatives, &c. in preference of any others. If so, public opinion would soon induce the most rich and the most prejudiced, to send their children thither; however little they might at first relish the idea of giving them equal advantages only with those of the poorest class. Greater real advantages they could not give them, if the public schools are conducted as they ought to be. Public Education in Pennsylvania In the two decades before the Civil War public awareness was shaped by the zeal of devoted crusaders: Horace Mann and Henry Barnard in the East, Calvin H. Wiley in the South, and Caleb Mills in the west. Through their educational journals, reports as educators, or appeals to legislatures, they drew attention to needed reforms. The Lyceum movement, founded by Josiah Holbrook in 1831 made the advancement of education, especially the common schools, its principal business. To its lecture platforms came Edward Everett, Henry Ward Beecher, Wendell Phillips, and Abraham Lincoln. Teachers’ institutes, like that of Onondaga County. A Delaware journalist and school teacher, Robert Coram felt that society, through the establishment of public schools, should teach everyone how to make a living. Each was to be taught the rudiments of the English language, writing, bookkeeping, mathematics, natural history, mechanics, and husbandry. He favored apprenticeship regulations binding youth out to the trades or professions. Literary discussions were a regular feature at his schoolhouse. The necessity of a reformation in the country schools, is too obvious to be insisted on; and the first step to such reformation, will be, by turning private schools into public ones. The schools should be public, for several reasons-1st. Because, as has been before said, every citizen has an equal right to subsistence, and ought to have an equal opportunity of acquiring knowledge. Because public schools are easiest maintained, as the burthen falls upon all the citizens. The man who is too squeamish or lazy to get married, contributes to the support of public schools, as well as the man who is burthened with a large family. But private schools are supported only by heads of families, & by those only while they are interested; for as soon as the children are grown up, their support is withdrawn; which makes the employment so precarious, that men of ability and merit will not submit to the trifling salaries allowed in most country schools, and which, by their partial support, cannot afford a better. Public schools then established in every county of the United States, at least as many as were necessary for the present population; and let those schools be supported by a general tax. Let the objects of those schools be to teach the rudiments of the English language, writing, bookkeeping, mathematics, natural history, mechanics and husbandry-and let every scholar be admitted gratis, and kept in a state of subordination, without respect to persons. Public Schools in Virginia The first step toward the establishment of a public school system in Virginia was made in 1810, when a bill was passed by the legislature providing for the creation of the Literary Fund. The act ordered that â€Å"all escheats, confiscations, fines, penalties and forfeitures, and all rights accruing to the State as derelict, shall be set aside for the encouragement of learning. † Tyler’s father was governor of the commonwealth at this time, and it was probably in response to his recommendation that this law had been enacted. An act was passed the next year by which the Literary Fund was set apart for the purpose of â€Å"providing schools for the poor in any county of the State. † The fund had grown continually from the beginning, and on Tyler’s accession had reached an amount little less than $1,400,000. The annual income from this fund was about $70,000, more than two-thirds of which ($45,000) was used for the education of indigent children. In this way 9,779 children were given a little schooling as a public charity. The governor indicated great dissatisfaction with this plan of public instruction. He maintained that only a small number of the youth were reached by it and that it was of little benefit to them because of the irregularity and uncertainty of the system. In some instances a school would be open for a few months, and in others a year. But it often happened that after the children had made a good start in the primary branches, the school would be discontinued and the pupils would be returned to their parents to forget what they had already learned. He might also have added that the aid given indigent children caused them to be looked down upon as paupers by their fellow pupils. It is quite likely that in many instances the intellectual gain under such a system was offset by a spiritual loss resulting from the development of a sense of inferiority in the beneficiaries of these charity schools . Moreover, this method of instruction was more expensive than it should have been. By drawing a comparison between the educational system of New York and that of Virginia he showed that the people of the former commonwealth were getting a great deal more for their money than were those of the latter. Virginia needed a public school system (the message went on to state) not for poor children alone, as was then the case, but for all classes. And it was particularly desirable that the children of the great middle class should be given the means of education . As a remedy for these unsatisfactory conditions he proposed that the counties be divided into school districts and in each a permanent school be established, under the management of trustees elected by the people. This school should be directed by a competent instructor. Attendance should be absolutely free or else the tuition charge should be low enough to afford all the children an opportunity for an education. This was a well-meant gesture in favor of a public school system, but it proved to be an empty one. There was one fatal defect in the plan it did not carry an adequate system for financing the scheme. The governor recommended that expenditures from the Literary Fund be suspended until the accumulations had increased to the point at which the interest would be sufficient to finance the schools. Just what should be done during this period of waiting he did not suggest. Schooling for the poor during the interim would either have to be suspended or provided for out of county levies. A public school system worthy the name could not have been established in Virginia at that time without supplementing the income derived from the Literary Fund by a substantial revenue raised by taxation. Tyler did not have the boldness to recommend such a plan. At one time it looked as if the governor’s scheme of public education, with certain modifications, would be put into effect promptly. Resolutions favorable to the idea were adopted and a bill embodying the principles laid down in them was reported to the House of Delegates. This bill, however, was laid on the table, and no further action on it was taken during this session of the legislature (or at least no mention of it can be found in the Journal). Apparently, nothing was later done to carry out the governor’s suggestions. A good deal of space in the governor’s message was devoted to internal improvements. He made specific recommendations as to improvements in the means of communication by the construction of roads, and locks and dams on the James River and other streams, with a view to connecting the east more closely with the west. He pointed out that a considerable portion of the State lying west of the Alleghany Mountains, though rich in soil, was in certain regions almost in a state of nature. The citizens there could not reach the capital without going out of the State and using transportation facilities furnished by other States. It was not a matter of surprise, therefore, that the tide of emigration had passed around this area and gone farther west. Two roads should be opened up from the western borders of the State to the Valley region. There was also considerable ill feeling between the eastern and western sections of the commonwealth, and this sectionalism could be destroyed by the proper means of communication. Another reason given for the State’s speeding up its improvements in land and water transportation was that in so doing it would take away the excuse of the Federal government for expending money on internal improvements in the States. In this way a great political menace would be averted. For, as he considered, â€Å"more danger is to be apprehended to the State authorities by the exertion of the assumed power over roads and canals by the general government than from almost any other source. It holds out the tender of the strongest bribe which can be offered to a people inhabiting a country yet in its infancy, and which invites the exertions of man to its improvement in almost every direction. † Let the State meet these demands and accustom the people to look to the State instead of the United States government for these improvements. Tyler’s administration must have been generally regarded as successful, as no one appeared against him when he came up for re-election December 10, 1827. He received all the votes cast but two, which were scattered. One of the last of Tyler’s recommendations (made on February 1, 1827) was in regard to the journals of the legislature. These records had been carelessly looked after, and the proceedings of three important sessions had been lost. Some of the journals were in manuscript and others were out of print. He suggested the reprinting of those that were out of print and of placing complete sets in the public offices and among the chief literary institutions. So far as the social and ceremonial functions of the office were concerned, Tyler performed them admirably. He was especially well fitted by education, training, and culture to play the rble of social leader. George Wythe Munford, who, by virtue of his position as clerk of the House of Delegates, was in close touch with official life in Richmond, considered Governor Tyler exceptionally happy in the performance of his duties at the executive mansion. Rise of Public Education Legislative provision for a state-wide system of public education made its appearance in Pennsylvania, in 1834. This act, largely permissive in nature, did not come about without a long and arduous struggle against considerable opposition. Indeed, its future was in doubt until the Assembly passed the law of 1836, which afforded a permanent basis for a system of universal education in Pennsylvania. It was not until 1849, however, that legislation was enacted requiring each of the State’s school districts to establish public schools. Upon the foundation of common schools, the public high school arose. For the greater part of the nineteenth century it was the academy rather than the public high school from which the colleges recruited the bulk of their students. In fact, the proponents of the academy after 1850 argued that preparation for college was the legitimate function of the academy alone. As the high schools increased in number, and the academies suffered a corresponding decline, the colleges sought a closer rapprochement with the public school system. According to an editorial in the Pennsylvania School Journal, one of the objects in establishing the College Association of Pennsylvania, in 1887, was in substance, to promote the common interests of the Colleges by securing harmonious action and cooperation in all matters pertaining to the general welfare of these institutions, and also to labor for closer identification with the public school system of the State. This latter question was brought to the front, at the second session of the meeting by a rather aggressive paper read by President Magill, of Swarthmore. Before the meeting finally adjourned, ample evidence had been given of a sincere desire to co-operate with the public school agencies of the State in effecting a proper and, if possible, an organic bond of union between the Common Schools and Colleges. Indifference and Opposition to Public Schools Before the Civil War, the development of public schools languished throughout the South. Here, the experiences of Virginia and Tennessee are probably representative. While Thomas Jefferson had unsuccessfully sought the establishment in Virginia of a tax-supported system of universal common-school education as early as 1779, both state and local support for schools was meager during the ante-bellum years. Public schools were considered primarily as schools for paupers, for the support of which men of property were not disposed to tax themselves. Nonetheless, the smaller farms, less sharp social distinctions, and dearth of good private schools in the western counties of Virginia (including modern west Virginia) made public education a vital sectional issue, culminating in the provision for increased financial support for Virginia’s common schools in the constitution of 1851. Even so, during the 1850’s public education in Virginia continued to suffer from mismanagement of the state’s school funds and their diversion to other uses. The state of Tennessee entered the Union too early for its schools to benefit significantly from public land policy. By 1806, when provision was at last made by interstate compact for reserving onesixteenth of all future land grants in Tennessee for the use of schools, little unclaimed land of much agricultural value remained. Subsequent sales of the residual public lands to provide a fund significantly labelled â€Å"for the education of the poor† yielded very little revenue. By acts of 1830 and 1838 the legislature sought to supplement the state school fund from non-tax sources, but the fund showed little growth. It was not until 1854 that Governor Andrew Johnson of East Tennessee pushed through the act in which Tennessee imposed her first state taxes and authorized the first county taxes for the support of education. This legislation represented a narrow victory of the yeomanry of East Tennessee over the wealthier planters of the rest of the state. The resulting public schools were still not able to hold their own with the private and denominational schools favored by persons of means. During the Reconstruction years immediately following the Civil War, both Virginia and Tennessee enacted some much-needed educational reforms which partially survived the later return of the ex-Confederates to political power. In 1869, a carpet-bag constitutional convention in Virginia adopted a new state constitution which provided for the establishment of free schools throughout the state. Under this constitution, the Virginia assembly created in 1870 the first plan of general public education in the state’s history and provided for state property taxation and authorized local taxation for school purposes. During the next decade, despite formidable political and financial obstacles, Virginia’s public schools made considerable progress but no more than held their own from 1882 until the constitution of 1902 awakened a renewed interest in improving the state’s public-school systems. Meanwhile, educational policy in Tennessee had taken a similar course. In 1867 the radical legislature of Tennessee (which was dominated by East Tennesseans of Union loyalties) enacted the most progressive educational measure in state history, providing a sound financial basis of property and poll taxes for public-school support. With the return of the ex-Confederate Democrats to power in 1869 this act was repealed, and a new act abolishing all supervisory school offices and abandoning all property taxes for schools made all responsibilities for common schools both local and voluntary. The new constitution of 1870 repaired part of this damage and, with the tide for tax-supported, free schools running too strongly to be curbed, the Democratic legislature of 1873 substantially re-enacted the school law of 1867, which still remains the parent act for the state’s modern public-school system. The cause of public education after the Civil War was not without prominent supporters. That Virginia aristocrat and great American, Robert E. Lee, declared that â€Å"the thorough education of all classes of people is the most efficacious means for promoting the prosperity of the South. † Walter Hines Page wrote in 1896 that â€Å"a public-school system generously supported by public sentiment, and generally maintained by both state and local taxation, is the only effective means to develop the forgotten man and the forgotten woman. † Nor was the Negro excluded by some, such as Clarence H. Poe, who declared in 1910 that â€Å"we must . . . frame a scheme of education and training that will keep [the Negro] from dragging down the whole level of life, that will make him more efficient, a prosperity-maker. . . . we must either have the Negro trained, or we must not have him at all. Untrained he is a burden on us all. . . . Our economic law knows no colour line. † Yet a great Southern educator, Edwin Mims, had to note sadly in 1926 that â€Å"the Southern States still have a great mass of uneducated people, sensitive, passionate, prejudiced, and another mass of the half-educated who have very little intellectual curiosity or independence of judgment. † If some of the South’s intellectual leaders agreed with such indictments of the products of regional education, in doing so they turned their fury on the public schools. Woodward, for example, has shown how the Redeemers-who took over the leadership in state and local government with the restoration of self-rule to the South-took â€Å"retrenchment† as their watchword and frankly constituted themselves as the champions of the property owner. In the process, public education, which bore the stigma of carpet-bag sponsorship and raised the unpleasant image of the ubiquitous â€Å"horse-faced Yankee schoolma’ams† of the bitter Reconstruction years, was first to suffer. Governor Holliday of Virginia considered public schools â€Å"a luxury . . . to be paid for like any other luxury, by the people who wish their benefits. † Successful Launch of Public School System in South In the Deep South the illiteracy of the people and the neglect of education were perhaps more distressing than in the Upper South. A Committee on Education of the Louisiana legislature reported, March 22, 1831, that there were approximately nine thousand white children in the state between the ages of ten and fifteen years but that â€Å"not one third of that number received any instruction whatever. † Georgia was the one of the earliest states to found a state university and had academies for the well-to-do, but it woefully neglected the education of the masses. Not until 1877 did the state finally establish free public schools. Liberal laws permitting counties to tax property for school purposes, which had been enacted in the late 1830’s, were repealed in 1840. Governor George W. Crawford declared in 1845 that not half of the counties applied for their proportion of the state funds for free schooling. 8 As late as 1859 Gabriel DuVal, Superintendent of Education of the State of Alabama, reported to the governor that nearly one half of the children of the state were not attending any school and were growing up in ignorance . The census of 1850 seemed to indicate that the Southern States were even retrograding in literacy. The returns from Virginia, for example, showed the presence of seventy-seven thousand and five adult white illiterates as compared with fifty-eight thousand, seven hundred and eighty-seven in the previous census. This increase could probably be explained in part by the more careful and accurate enumeration of the census takers of 1850. According to their report the Southern States had an illiteracy ratio among the native white population over twenty years of age of 20. 30 per cent, the Middle States 3 per cent, and New England . 42 per cent. Superintendent De Bow pointed out that so excellent was the New England school system that only one person over twenty years of age in four hundred of the native white population could not read and write, as compared with one in twelve for the slaveholding states, and one in forty for the free states as a whole. Many reasons have been advanced to explain this widespread illiteracy of the South. The aristocratic attitude, inherited from England, that it was not necessary to educate the masses, changed slowly in sections of the older South like Virginia and South Carolina. Certainly the isolation characteristic of Southern life with its scattered homes and indescribably bad roads did much to hinder the diffusion of education. Fully as important as these factors was the reluctance of the people to tax themselves. Governor Swain in his message to the legislature of North Carolina in 1835 said that the legislature was in the habit of imposing taxes on the people amounting to less than one hundred thousand dollars annually. Of this sum, half was spent in rewarding the legislators for their services, while the remainder was employed in paying the administrative officers of the state government. The individualism of the Southern people was also a hindrance to the establishment of a comprehensive system of public education. It was regarded as the duty of the individual and not of the state to see that his children were educated. When Governor Gilmer of Georgia wrote letters to the most distinguished men of his state for their opinions on public education, he stated his own position in the words: â€Å"The policy of making appropriations by the Government to effect objects which are within the means of individuals has always appeared to me to be extremely questionable. † Joseph Henry Lumpkin, later to become Chief Justice of the Supreme Court of Georgia, replied that he opposed scattering the state educational funds of twenty thousand dollars for common schools, but that they should be used in developing the university. The most promising youths from each county should be sent to the university; and â€Å"soon every foreigner will be dislodged from our academies. â€Å" The mental attitude of the various classes of Southern society toward education was admirably analyzed by Joseph Caldwell, President of the University of North Carolina, in a series of Letters on Popular Education published in 1832. He pointed out that so invincible was the aversion of North Carolinians to taxation, even to provide for the education of poor children, that any proposal to establish a public school system supported solely by taxation would be doomed to failure. He also described the position of many of the illiterate or semi-illiterate as proud of their ignorance of â€Å"book learning. † From another angle, he portrayed the attitude of the rural communities toward â€Å"book learning† by showing their contemptuous disparagement of the profession of teaching school. With bitter satire he described the unfit type of men who had been recruited by the profession in North Carolina: â€Å"Is a man constitutionally and habitually indolent, a burden upon all from whom he can extract a support? Then there is a way of shaking him off, let us make him a schoolmaster. To teach a school is in the opinion of many little else than sitting still and doing nothing. Has any man wasted all his property, or ended in debt by indiscretion and misconduct? The business of school keeping stands wide-open for his reception and here he sinks to the bottom, for want of capacity to support himself. † Apathy toward education on the part of the lower classes was undoubtedly due to physical illness and to a false sense of pride. Travelers in the ante-bellum South often referred to the sallow, unhealthy appearance of the â€Å"poor whites† and to their addiction to eating clay. These â€Å"clayeaters,† â€Å"sand-hillers,† and â€Å"crackers† were in many cases the victims of hookworm, which sapped their energy and deprived them of ambition. In the lowland regions and in river valleys malaria and the ague wrought great havoc in the health of the poorer classes, who remained in their habitations throughout the year. Furthermore, many destitute farmers were deterred from sending their children to such public schools as were provided because of their repugnance to make the required declaration of poverty. The mountain whites who looked upon all outsiders as â€Å"furriners,† preferred to remain in ignorance and to cling to their more primitive ways of life The educational needs of the upper classes were fairly well met by the private academies and old field schools. A group of neighbors would form a board of trustees for the proposed school and apply to the legislature for an act of incorporation. They would then build a log or frame schoolhouse and hire a teacher, frequently a Northerner who had recently graduated from college. Some of these academies attained a wide and well-deserved reputation for training eminent men From a selfish point of view, the upper classes, who could send their sons to exclusive Northern schools, or at least to private academies and old field schools in the South, had little incentive to support a movement to educate the common people by voting taxes for that end. From 1840 to 1860, however, the Southern States were slowly awakening to the need of free public schools. One of the most eloquent and influential voices for popular education during these years was that of Henry A. Wise, Congressman from the Accomac district of Virginia. In 1844, shortly after his retirement from Congress to become Minister to Brazil, he delivered an earnest speech to his constituents advising them to tax themselves to educate every child at public cost. He showed that more than one fourth of the adult whites in Accomac district (consisting of twelve counties) could not read and write, and that the number o

Natural Resources, Conflict and Conflict Resolution Research Paper

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Small bus assignment - Essay Example Thus, it can be said that founding Urban Decay is a next step after leaving Cisco Systems. The idea of Sandy Lerner turned into the opportunity with the fact that it was attractive to customers (multicolor appearance) as appeared in traditional times. Also, she managed to find a passionate teammate in her business, Wende Zomnir. The applicable root of opportunity in this case is the change of the one feature in already existing product. In the given case, the idea to add new colors in already existing cosmetics made this business successful in that time. The future for Urban Decay as an independent player is not clear, because the idea to use different colors in cosmetics seems to lose its actuality. Nevertheless, the nature of this opportunity has a potential to develop, because our world is full of colors. In addition, women want to use cosmetics to be unique and beautiful. So, current successful sale activity and depending on L’Oreal Cosmetics is a reasonable choice for this

Night by Elie Wiesel Essay Example | Topics and Well Written Essays - 1000 words

Night by Elie Wiesel - Essay Example Why human beings whose inner world is divine, act like demons while dealing with fellow human beings and yet he transcends his bitter feelings and remains an optimist. The grave question of Elie Wiesel is how can the Nazis throw the babies into gas chambers and spray bullets to kill them in the most heinous options? The horrid conditions in the concentration camps baffle any sane individual. He and his father are often shifted to different camps and each time they think that it is the last journey and they are not sure of reaching another destination. With each shifting, the count of internees decline. They are killed like animals in a slaughterhouse. Animal slaughter has an economic perspective. Killings human beings with whom the killers have no previous personal enmity are heinous acts. Wiesel is just a boy of fifteen when he is separated from the rest of the family, but his father is with him. He finds an inner strength to absorb the effect of such tragic events that engulf one after another only because his father is with him during the most critical phase of his life. Finally, they are liberated by the Allied Forces. Wiesel is a writer by compulsion, not by choice. He candidly says that it is not his intention to describe the nature of brutalities and the main purpose of the book are committed to a hearty prayer that such gory incidents shall never be repeated by humanity. The commitment to world peace is possible, not through political philosophies, but the change of heart of each individual. Religious tenets as they are practiced today by the followers will not herald the changing process. Not the blind following but practice of true spirituality can bring about the desired change. Spirituality is something that transcends the mind. At that level, all differences cease; conflicts are no more there.

Ethics and Leadership Essay Example | Topics and Well Written Essays - 500 words

Ethics and Leadership - Essay Example reporting relationship of the CECOs, as in to whom should they report, and that CECOs should be given the power to enforce the standards at all levels. Not only that but they should also â€Å"have direct, unfiltered access to the governing authority to solicit advice and receive information† (Kavanagh, 2007). The paper outlines the responsibilities that a CECO has in an organization s/he is assigned to, proposing that for a CECO to effectively do his/her job, it is essential that s/he be provided with adequate resources. The paper also remarks on the professional and personal skills, qualifications and characteristics that a CECO must possess to be successful at his/her job, also recommending that the CECO be made to continue his/her education and training. Ethics is basically a study of what is the right thing to do in any given situation and what is morally, not in a religious context, correct. It is to do something right. Leadership is also concerned with action, and effective leadership is where the leader guides his/her followers to the right path and, ultimately, towards success. In essence both ethics and leadership are intertwined in the sense that without ethics there is no effective leadership. There is a strong link between the two as it is often the leadership that comes from adhering to ethics that leads to success in any given situation in life, whether it is in a personal capacity or a professional

Liberal Arts Studies Essay Example | Topics and Well Written Essays - 250 words - 4

Liberal Arts Studies - Essay Example They would also need to possess knowledge and reason that rules over their other baser desires such as obtaining food, money, and pleasure. Furthermore, they need to understand what makes for a good life and what makes for a bad one. Plato does believe that all leadership comes from moral authority, or virtue, as he would describe it. Virtue comes from â€Å"consuming† things that are good for the soul. One who consumes things that are bad for the soul will eventually become unjust and be unfit to rule. Therefore, those who consume virtue and practice virtuous habits are the most fit to rule. While some may feel that this is an old fashioned view of authority, Plato would argue that people who believe this way are merely ignorant and therefore they see being unjust as a way (and perhaps the only way) to get ahead in life. Plato’s definition of â€Å"guardians† relates to modern professionals in a significant way. In a society, professionals are given the authority to govern or manage in their particular field. Therefore, it is important that these professionals are taught and trained in philosophy as well as in technical aspects of their profession. If guardians (managers) are virtuous and just, it will lead to a better and happier society for

Absorption Spectroscopy Lab Report Example | Topics and Well Written Essays - 1000 words

Absorption Spectroscopy - Lab Report Example It is valuable since it can accurately determine very tiny analyte concentrations (to the range of up to 10-5). It employs Beer-Lambert’s law to determine concentration. This law relates the thickness of the cuvette used in the analysis with the concentration of the analyte. It can be written as A= ÃŽ µcl, where This experiment involves the analysis of the risk that a consumer gets exposed to when he ingests a dye present in various commercial food items. This will be accomplished by determining the concentration of the dye present in the sample by use of absorption spectroscopy and then comparing it with the measured LD50 of that dye. To find the mass of the food dye present in the sample, the formula mass = number of moles / molar mass. The molar mass of Allura Red is 496.42 g/mol. The number of moles can be found by: moles = mass / molar mass From published literature, the LD50 of Allura Red is between 6-10 g/kg body weight (Vinaya Corporation). The amount of Allura Red that must be ingested to cause a fatality to a person whose weight is 56 kg is given by ((6g x 56 kg)/1kg). This gives a mass of 336 grams of Allura Red. To ingest 336 grams of Allura Red in sparkling fruit water, one would have to ingest 102.893 liters of sparkling fruit water: 20 ml of the fruit water has 0.06531 grams of Allura Red. To get 336 grams the person would have to consume ((20x336)/0.06531)=102.893 liters. The mass of Allura Red found in sparkling fruit water is relatively low. This makes the dye relatively harmless to human beings. The value obtained is relatively low, because of this; it can be said with a relatively high degree of confidence that the experiment was successful. It is possible errors were introduced into the experiment during the handling of the cuvettes. It is possible that the sides of the cuvettes were touched with dirty hands while they were being filled and then being placed onto the spectrometer. This might

The Deliberate-Emergent Strategy Essay Example | Topics and Well Written Essays - 2500 words

The Deliberate-Emergent Strategy - Essay Example 260). Five years later, Mintzberg (1990) wrote a critique of the 'design school' generally associated with the Harvard Business School where Porter was a faculty member (Mintzberg was then a professor at Canada's McGill University). Before going into the essence of the discussions, a brief explanation is in order as to what Mintzberg meant when he distinguished these two methods - deliberate and emergent - of formulating strategy, also known as defining 'long-term' organisational objectives. Deliberate strategy is a method of formulating strategy following an over-all design dictated by top management that needs to be followed more or less strictly, whilst emergent strategy is a method of developing strategy following a trial and error approach based on general guidelines agreed on by everyone in the organisation (Mintzberg, 1990). Deliberate strategy is a 'top-down' approach, the product of what he called the 'design' or 'planning' school, whilst emergent strategy is its opposite, a process of 'learning by doing' that belongs to the 'learning' or 'emerging strategy' school. Taking up the challenge was Ansoff, one of the 'fathers' of strategic planning (1965), who felt alluded to. He countered with a defence (1991) of the 'design school' and a discussion and critique of Mintzberg's 'emerging strategy' school. Mintzberg responded (1991) by categorising an earlier Ansoff work (1987) as being part of the 'design school' and built upon the basic premises proposed by Andrews (1987). Although Mintzberg (1991) agreed that both emergent learning and deliberate planning are necessary for good strategy formulation, he defends his initial position that in a fast-changing world characterised by the rise of knowledge workers, learning organisations, and ever-shifting markets, the top-down deliberate strategy approach must be balanced by placing greater attention on emergent strategy techniques. Up next inside the ring was Goold (1992), a Boston Consulting Group (BCG) consultant who elaborated upon and defended his and BCG's role in Honda's development of a successful motorcycle strategy. He acknowledged the differences between the planning (deliberate) and learning (emergent) approaches but counselled that synthesis and collaboration, rather than conflict, are most appropriate for the continued development of the discipline, a view that Porter (1996) and Mintzberg (with Lampel, 1999) supported. A thorough study and analyses of the academic papers surrounding the debate would show that, in reality, there may be no grounds for conflict as the arguments proposed by both schools seem equally sound and reasonable. To better understand why, it would be necessary to develop a clear understanding (Johnson, Scholes, and Whittington, 2005) of strategy, strategy formulation, and strategic management and implementation (or execution). Strategy comes from the Greek word strategos meaning "art of the general" and implies its initial application in warfare (Watson, 1993, p. 26). Strategic planning involves knowing what to do in the future and is also called "long-range planning", but before an

Analysis of Terracotta Army Research Paper Example | Topics and Well Written Essays - 2000 words

Analysis of Terracotta Army - Research Paper Example   The artifacts are contained in three pits and so far, documented evidence indicates that up to 7000 warriors and weapons have been excavated by the archeologists. The artifacts contain foot soldiers and war chariots that are made from wood. Foot soldiers are basically lifelike figures that resemble human soldiers. In his study, Dillon indicates that the size of each warrior is approximately 1.8 meters (Dillon 43). Further, they are characterized by broad foreheads and thick-lipped mouths. A significant percentage of these have ornate hairstyles. Nonetheless, they generally show a distinct dedication and determination in their duties. This is because their eyes are directly focused ahead into some distance. The soldiers are also presented to be in a fighting position. Their positions are realistic and their eyes very bright. They have wide nostrils and muscular yet very strong legs. These attributes imply that the horses were well maintained and relatively serviceable. It cannot b e disputed that this particular population invested a significant percentage of resources in war. This also implies that the communities surrounding the region were hostile and equally invested in different wars in social security. The position of their hips and legs imply that they are ready to gallop. Notably, the artifacts show that there were two different types of soldiers; the artillery and infantry. The artillery soldiers are presented dressed in knee-length tunics and short trousers. In addition, they carry crossbows with them, ready to engage in a fight at any time. Seemingly, their uniforms were made from light materials, enabling them to move around with ease. Under battle conditions, these soldiers would probably be dispatched to engage in fighting at any time. The infantry faction, on the other hand, was heavily armored. In particular, they were presented while carrying swords. With respect to the mode of dress, Dillon cites that they wore shin guards and caps in additi on to their normal uniform (Dillon 77). Comparatively, they were also taller than their counterparts.  Ã‚  

Richard III Essay Example for Free

Richard III Essay Richard then feels that he has been a burden on his mother all these years and perhaps out of his contempt and disdain for his own life. He decides to become and anti-hero, now the audience has come sympathy for him to some extent. We hear the troubles he faced in his childhood and his relationship with his mother, now the audience begins to question his sincerity. Richard possesses a coveted trait of motivation, he has the incentive and determination to carry out his plans carefully and cautiously as he executes his victims perfectly. His killing of his two nephews is an example, Richard lures them into the Tower very slyly: If I may counsel you, someday or two Your highness shall repose you at the Tower Richard lures his nephews, who are innocent and fall into a false sense of security, Richard acts like he is loving and is looking out for them. Richard is so motivated in his quest for power and claim of the throne because he is a villain and was rejected from his mother and this can cause him becoming bitter and resentful. He does not use this charm and incentive personality to make positive changes to his life but he does not stop at anything to get to the throne. The ways that the other characters portray Richard inevitably have an effect on the audience. As Richard is constantly said to be villainous and is seen in a censorious light, it is very likely that the audience will be persuaded by the conviction of other characters. He is seen pessimistically by other characters, Anne describes him as: Thou lump of foul deformity. This shows she has no respect for him. Queen Margaret holds nothing but abhorrence and detestation for Richard: A murderous villain, and so still thou art. Richard was also described by his mother as a toad. The disapproving behaviour towards Richard by many characters in conjunction with Richards pitiless actions, pushes the audience to feel the same way. Shakespeare has created a villain and anti-hero with numerous traits, personalities and fai ades which make it hard to distinguish who this villain is. The villain is obviously Richard III. Through his soliloquies, the audience is able to have an insight to how insensitive, cruel and vindictive Richard is. His deformity and family background may have caused Richard to become very bitter and consequently cause him to resent life and became a villain. His actions cannot be excused because they are not morally accepted in society. I believe Shakespeare has regurgitated other villain from his previous plays and deformed this one. He shows a love hate relationship, we are as the audience is impressed by Richard as he has the ability to charm and manipulate his victims. His ruthlessness leaves no vulnerability to make him human and suffer the consequences of his actions, we hate him yet we are fascinated by him. Richards scheming helped him come into power by other people failing to prevent him. Shakespeare created a character that we can only believe is fictional has he is so captivating. Richard can be compared to Hitler because he succeeded through his extremist personality. William Shakespeare created a complex, controversial and multi-personality character which will be remember for years to come.

Informative Essay on Save the Last Dance and Step Up Essay Example for Free

Informative Essay on Save the Last Dance and Step Up Essay Informative Essay on Step Up and Save the Last Dance The two movies, Step Up and Save the Last Dance, have many things in contrast and in comparison to the other. In Step up, a girl named Sarah Johnson, a promising dancer in high school hoping to be admitted to study at Julliard School. She fails the audition and soon thereafter learns that her mother has been involved in a fatal car accident trying to get to her audition. After her mother’s death, Sara is wracked by built and gives up on ballet. She moves in with her father whom she doesn’t know well, transferring to an urban Chicago school. At her new school she finds that she is one of a handful of white people but quickly friendship flames up between her and a single mom named Chenille. Chenille invites Sara to a dance club called Stepps where she experiences dancing to hip-hop for the first time. While at Stepps, Sara meets Derek, Chenille’s brother and a student with dreams of attending Georgetown Medical School. Upon meeting and seeing each other at school, Derek decides to help Sara develop her dancing skills by incorporating more hip-hip into her ballet style. As they become closer, Derek takes her to a ballet and afterwards Sara confides in him about her mother and her dreams she tossed away. After, Derek convinces her that she needs to do what she wants and follow her dreams of Julliard. Sara auditions for Julliard for the second time, Derek arriving at a crucial point to offer encouragement and support. Sara was finally accepted into Julliard, and to celebrate Sara’s successful audition, they go dancing at the club Stepps. In Save the Last Dance, Tyler Gage was sentenced to 200 hours of community service for breaking into and vandalizing Maryland School of Arts. His community service is to be served at the school and notices as he peers into a dance class a girl named Nora Clark, whom was preparing for her â€Å"senior showcase,† an audition which could determine whether or not she is offered a job with any one of the professional dance companies. When friends of Tyler visit him on the school’s lot, Nora curiously watches from a window as Tyler incorporated a mix of break-dancing and ballet moves he recently observed while watching her. Nora finds herself unexpectedly without a partner for her routine when her partner sprains his ankle during a dance practice. She  held some auditions but decides that no one at her school meet her expectations. Tyler offered to be her partner, but Nora initially refuses. But Tyler proves that he can handle her requests by effortlessly catching and lifting her in a leap, quickly reconsidering his offer to help. Nora convinces the director of the school to allow him to rehearse with her and as they continue with rehearse; they teach each other their styles of dance and become closer to one another. When Nora takes Tyler to a special spot of hers, she reveals to him of how she envisioned her routine and becomes inspired to help her dream come true. He started with recruiting younger dancers for her routine while trying to balance his new goals, his new friends and rekindling the friendships with his old friends. Tyler decides he wants to attend Maryland and speaks with the director about this when Nora suggests that the showcase could be used as his entrance audition. The director agrees to this and advises that this could prove that he deserves a chance. Nora and Tyler move forward with their relationship and rehearsals continue as normal until Noraâ⠂¬â„¢s former dance partner returns seemingly healed from his injury. Tyler, feeling no longer needed, leaves the group and thus returns to the janitorial community services he was sentenced to. Nora continued to incorporate many of Tyler’s suggestions for the routine but finds the new choreography is much too difficult for her previous dance partner. Her partner resigns himself from the routine whilst Nora is once again left without a partner. Nora considers abandoning her dance career, but transforms her choreography into a solo piece when she received support and encouragement from her mother who used to be opposed of her future in dance. Tyler realizes after becoming reacquainted with his old friends that he needs to make better choices in his life when his friend was fatally shot after stealing a car. Tyler showed up at Nora’s showcase last minute and tries to persuade Nora to let him perform with her and to forgive him for his actions. She declined but changes her mind as Tyler wishes her good luck and walks away. After their performance, a director from a professional dance company spoke to Nora about signing her on with them and the director from the school told Tyler he is now a â€Å"transfer student† at Maryland. To be clear with the comparisons and contrasts, Sara was a student who knew only ballet and was taught hip-hop by her boyfriend, Derek. Tyler was a  hip-hop break-dancer who was taught ballet by his girlfriend, Nora. Sara threw away her dreams of going to Julliard due to her mother passing while trying to go to her first audition. Tyler threw away his dream of going to Maryland when Nora decided to use her former dance partner for her showcase. As both sets of main characters incorporate their dance styles together, both sets grew closer to their partner and ended up being in a relationship. Derek convinces Sara to reconsider her dream of Julliard, continue with what makes her happy and re-audition for Julliard. Nora convinced Tyler to use her showcase as his entrance audition, convincing the director of the school as well. Both movies also have surprise visits to emotionally support their partners during a stressful and hard event. Tyler showed up at Nora’s showcase last minute as well as Derek at Sara’s audition. Tyler got into Maryland, Nora became a professional dancer, Derek got into Medical School and Sara got into Julliard. They all accomplished their dream. But in contrast, they both started out dancing a different style before learning to mix it up with another. Tyler first only knew break-dancing and learned ballet. Sara only knew ballet and learned hip-hop. They both started with two different styles. Tyler, the main character in Step Up, was trying to get into Maryland High School as Sara was trying to get into Julliard, a college that’s also difficult to get into. Tyler doesn’t have trouble fitting in at the school while he’s supposed to be there for community service, he fits right in when his dance talents are brought to light. Sara didn’t fit in at her new school and didn’t end up fitting in even in the end of the movie, she just had her few friend s and was happy with that even though she was still considered the oddball of the school for being one of the few white people there. There may be a few more comparisons than contrasts, but I love the movies so much I had trouble pointing out every contrast and unknowingly sought out the comparisons over the contrasts. If there’s a person that has never watched these two movies I would highly recommend them!

Gladiator Historical Accuracy

Gladiator Historical Accuracy The movie gladiator revolves around the life of Maximus Decimus Meridius. Maximus was the greatest Roman General in the Roman Empire. Marcus Aurelius was the emperor of Rome and near his death he told Maximus that he wanted the power to be shifted back to the senate, and not to his son, Commodus. The reason Marcus Aurelius did not want his son to rule is because he believes that Commodus will destroy the Roman Empire. When Commodus finds out that he will not become emperor, he suffocates his father. After Marcus Aurelius death, Commodus tells the Romans that he is the new emperor, but Maximus knows the truth. Commodus tells the soldiers to kill Maximus and his family before the power is given to the Senate. Before the soldiers could kill Maximus, he defeats all of the soldiers trying to murder him, and he escapes. Maximus goes home to see his wife and son murdered and hung in front of his house. He knows he cant stay in his house, so he starts to find somewhere else to live. While in the desert, Maximus collapses and he is captured by slave trainers. While in the slave camp, the captured slaves were tested to see what level they could perform. Maximus was called Spaniard because he refused to tell his name. When he finally showed the slave traders how well he fought, they immediately knew that they had an amazing fighter. In Rome, Commodus reopens the gladiatorial games in honour of his deceased father. A significant scene in the movie was when the gladiators were supposed to re-enact the battle between Rome and Carthage. The gladiators did not want to be defeated so they killed the defenders and the crowd enjoyed the twist. Commodus demanded the identity of the best fighter. Maximus removes his mask and Commodus is shocked to see that he is still alive. Commodus is unable to kill him because the crowd loves him. Commodus decides to force him to fight the Tigris of Gaul, the best fighter in Rome. While Maximus battles the Tigris of Gaul, Commodus releases the t igers on him. Maximus almost defeats the Tigris of Gaul when he saw Commodus vote for death. Maximus decided to spare the Tigris life to oppose Commodus. Commodus is angry to find out that the Romans start calling Maximus, Maximus the Merciful. After the battle, Maximus meets one of his former servants, Cicero and him tells him to tell his former soldiers that he is still alive, and wants them to battle for his freedom. Maximus plans an escape with Gracchus and Lucilla to reunite with his army. Commodus fears that his sister, Lucilla is betraying him so he threatens Lucius. Commodus discovers the plot and he sends his soldiers to kill Maximus and the other slaves. While in battle, Proximo, the trainer of the slaves, and Hagen are murdered, but Juba and the rest of the survivors are imprisoned. Maximus escapes only to find Cicero hung by Commodus soldiers. Maximus becomes captured and imprisoned again and has to face Commodus in battle. Commodus talks to Maximus before the battle and stabs him in the back to weaken him in the battle and he orders the guards to cover the wound with armour. While in battle Commodus tries fighting him but at one point Commodus sword is taken from his hand. Commodus orders Quintus to give him another sword, but Quintus refuses. Maximus kills Commodus while the whole Coliseum stayed silent. As the life of Maximus begins to fade, he tells the Romans to free Proximos slaves and let Rome be controlled by the Senate again. The movie ends with Maximus meeting his family in a field in his afterlife. Juba is at the end of the movie burying two statues of a woman and a boy that belonged to Maximus, and Juba says he will meet him in the afterlife. Historical Analysis- Gladiator Characters: Lucilla: In the movie, Lucilla is the daughter of Marcus Aurelius, and the sister of Commodus. In the beginning of the movie Marcus Aurelius tells her he wished she was a boy because she would rule Rome appropriately. Lucilla is very smart and is very interested in the politics of Rome. Commodus is in love with her and does not want anyone to have her. She understands his love and uses it to her advantage. In the movie, she does anything she can to distract Commodus and keep him happy in order to save Maximus. Lucilla, Maximus and Gracchus plot to kill Commodus The romantic relationship between Lucilla and Maximus is clearly evident, and it truly angers Commodus. Commodus becomes very suspicious and threatens Lucius. Lucilla informs Commodus about her plans in order to save her son, and Commodus captures Maximus. Maximus: In the movie gladiator, Maximus Decimus Meridius is a loving father and husband. He is the greatest Roman General in Roman history, and no one can defeat him. The character of Maximus was created by the writers of the movie, Unfortunately, there are no portraits with which to compare the Hero of Gladiator, the Spanish general Maximus. He never existed at all. (Ward, 2005). All of the scenes in the movie that involved Maximus were written in to make the movie more exciting and the love affair between Lucilla and Maximus never existed. Commodus: Commodus character was supposed to portray a mixture between the Caesars Nero and Caligula. Historians believe that he was worse. In the movie, Commodus is hated by the Senate and the people. In history Commodus is only hated by the Senate, he was quite loved by the people. In Gladiator, Commodus is murdered by Maximus during battle, but that is not true since Maximus never existed. Commodus had many attempts on his life, but only one man succeeded. Role of Different Groups: Caesars: In the movie Gladiator, the Caesar Marcus Aurelius had the most power and he was a noble Caesar. He did not want Commodus to gain power because he feared Commodus would ruin the city of Rome. Some Caesars shared their power with the Senate, some Caesars became dictators. Generals: A general had a very important role. The job a general was to lead their army to victory. During the ancient Roman times a legion would serve his general first and his Caesar second. This is demonstrated in the film when Maximus tells his former servant Cicero to get his army to fight for his freedom. Maximus knows the army will obey him. Gladiators: Gladiators were the lowest form of humans during the ancient Roman times. Gladiators were men who were mostly captured during war and were forced to fight. There is also a high accuracy in the way that the life of a gladiator is portrayed. Gladiators were men who were trained to die for the publics entertainment. They not only fought other gladiators but animals too. (Ilic, 2004). Government Structure/ Politics: The government during the ancient Roman times was based on the Caesar and the Senate. Many of the Roman people loved the Senate, but after seeing how corrupt they could be the Romans started to love Caesars more. For example Commodus was one of the emperors who although despised by the senatorial classes was loved by the military and lower classes. The reason is mainly financial. Commodus taxed the senators and was generous with the others. (The struggle between the Senate and the Caesars continued until the fall of the Roman Empire). (Ward, 2005) Work Cited Gil, NG. (2010, October). Economic reasons for the fall of rome. Retrieved from http://ancienthistory.about.com/od/fallromeeconomic/a/econoffall.html Ilic, KI. (2004, June). Gladiator fact vs. gladiator fiction. Retrieved from http://cssaame.com/jhs/gladiator_fact_vs_gladiator_fi.html Ward, AW. (2001, August). The movie gladiator in historical perspective. http://linkage.rockefeller.edu/wli/reading/gladiator.html

Anticipatory Grief Essays -- Psychology

Grief is a universal reaction experienced by all of us at some time in our lives. The capacity that makes each of us capable of warm, satisfying relationships also leaves us vulnerable to sadness, despair, and grief when such relationships are disrupted (Carr, 1969). Regardless of the actual relationship that might have existed prior to the death, we have the tendency to idealize the relationship once death has occurred and we expect expressions of normal grief. Unfortunately, "normal grief' is what society expects, but the needs of the individual prerequisites putting a label on grief. Because society influences our behavior through the secondary reinforcement of social approval during this time, we are not looking at the primary reinforcer of survival. The needs of each individual can only be understood in the light of knowledge of his/her own developmental background and the particular conflicts being mobilized, and what defenses are being used against these (Maddison & Raphael, 1 972). This same developmental background is important in another aspect of death called anticipatory grief. The term anticipatory grief was first used by Lindemann in 1944 to " ... denote a reaction to separation and the possibility of death rather than the inevitability of death" (Bourke, 1984). Over the years there has been much discussion and research has been done on anticipatory grief. But to this point research evidence is inconsistent. All research points to the fact that anticipated losses that face the individual are very real. "Their emotional investment in the individual's presence, the satisfactions and warmth that they have received through their attachment to her or him, are soon to be ended"(Kalish, 1977). Since Lindemann (... ... management of acute grief. American Journal of Psychiatry, 101, 141-148. Maddison, D. C. & Raphael, B. (1972). The family of the dying patient. In B. Schoenberg, A. Carr, A. Kutscher, D. Peretz, & I. Goldberg, (Eds.), Psychosocial aspects of terminal care (pp. 185-200). New York: Columbia Univ. Press. Marples, M. (1986). Helping family members cope with a senile relative. Social Casework: The Journal of Contemporary Social Work, 67, 490-498. Osterweis, M., Solomon, F., & Green, M. (1984). Bereavement: Reactions, consequences, and care. Washington, D.C.: National Academy Press. Rando, T. A. (1988). Anticipatory grief: The term is a misnomer but the phenomenon exits. Journal of Palliative Care, 4, 70-73. Rando, T. A. (1989). Anticipatory grief. In R. Kastenbaum & B. K. Kastenbaum (Eds.), Encyclopedia of death (12-15). Phoenix: The Oryx Press.

gatwomen gatdaisy Role of Women in The Great Gatsby by F. Scott Fitzgerald :: Great Gatsby Essays

Role of Women in The Great Gatsby  Ã‚   The novel, The Great Gatsby, takes place in the 1920's: a time of rebellious behavior and living life according to the new founded American Dream. The women of this era are portrayed in two different lights in the novel: defiant and foolish. Women began to take a step forward in society during the 1920's and this novel explores these phenomena. As women in the novel start to detach themselves from the stereotypical proper and prim manner in society, there are new stereotypes created. In the novel, it is perfectly all right for women to drink and conduct themselves wildly at parties just as men do. They express their views much more, and begin to take control of their newly established place in society. Daisy, the common prim woman, was treated as in inferior for years in her relationship with Tim. She allowed herself to be degraded as her husband committed acts of infidelity. However, Daisy eventually liberates herself when she has an affair with Gatsby. Now, Daisy has found a way to bring Tom under her thumb. On the other hand, women also are portrayed as extremely foolish, and easily used by men. Myrtle is an excellent example of his, for Tom is using her. To Tom, Myrtle is a game. He uses her for fun, and never intends on having a substantial relationship with her. He goes to her when he pleases, and she will always be there waiting for him. Tom does not treat her with respect, yet she continually returns to his side. Another view of women shows them as gossipers and out of control. When attending parties at Gatsby's house, the women are intoxicated to where they can no longer walk, or think properly. The women are said to have ripped their dresses, jumped in the fountains and danced wildly. These images are prevalent throughout the novel, yet there are very few moments where men are so vulgar. At Tom and Myrtle's party, Myrtle's sister Catherine and her friends are gossiping the entire time. Catherine gives false information about Daisy, Tom and Myrtle. As well, Jordan Baker, another female character is constantly in the middle of Tom and Daisy's marriage, all the while gossiping to Nick about both of their affairs.

The Drug Abuse Resistance Education Program Essay -- Drug Abuse, D.A.R

The Drug Abuse Resistance Education program known as D.A.R.E has become a very widespread and popular program throughout the United States. The program appeals to all ethnic, racial, and socioeconomic lines, which is a large part of the reason why the DARE program has grown exponentially. The program’s basic premise was meant to introduce kids to the danger of drugs, before the drugs got to them. The implementation of the DARE program appeared to be what America needed to begin to put a dent in the war on drugs. Trained uniformed officers who introduce the program to 5th and 6th graders teach the program. The officers inform them about the dangers of all drugs from Tylenol to heroine. The program develops rapport between officers and students and teachers, which is another added incentive to the continuation and growth of the DARE program. The public also embraced the DARE program with open arms. Teachers, Principals, students, parents, and officers believe in the program adamantly. With all the accolades surrounding the DARE program, a three year study took place looking into the effectiveness of the program. The results gave us a very dismal outlook on the headway that was being made with this program though. The study conducted by the National Institute of Justice discovered that DARE does raise children’s self esteem, polishes their social skills, and improves their attitudes toward police. But the report also proved that DARE doesn’t have a measurable effect on drug abuse. America’s war against drugs took a blow with this study though. Students who participated in the DARE program were more likely to stay off of drugs while in the program and shortly after. However, the results showed that over the long-term... ...n still has a lot of room for growth. In the last couple decades we have seen many new drugs introduced into society. Which in turn, makes the idea of prevention a difficult subject. There is basically a â€Å"high† out there to fix nearly any ailment you have. And we are all affected by different ailments. The only way I see to slow down the drug addicted population is to begin at an early age as the DARE program does, however, the program should continue past elementary school. I understand you can only tell an individual about drugs so many times before it loses its effectiveness. But a long-term program that builds a strong moral foundation as well as treats these young students as individuals instead of a mass entity would allow for a holistic approach to prevention. This I believe is what it will take for long-term prevention to begin within our society.

Ideology and Objectives of Osama Bin Laden and Al-Qaeda

Nowadays, every part has been stimulated and affected by various acts of violence and terrorism around the globe. A number of revolutionary movements are being advanced at a very faster rate. In the result, thousands of innocent people have died, and millions of people have lost their homes. During this mode of international intimidation, we will try to comprehend and discuss one of the major terrorist groups around the world, which has affected millions of people and provided suffering to them.We will try to relate the ideologies and intentions related to one of the specific terrorist groups that has been the cause of various anti-terrorist campaigns, activities, as well as, wars by different and various countries, NGOs, organizations, and thousands of individuals around the world. We will also try to examine their every day activities, their related bodies, as well as, their utilization of the term of ‘jihad’ in their violent processes and other operations of the group .In this regard, we will also try to relate and link some of the major events of violence and terrorism that have occurred in different parts of the world, such as, 9/11 attack, London bombing, etc. Therefore, we will examine if there is anything happening for the elimination and reduction of the deterioration that has been caused by the group around the world. In this way, we will also go through a list of challenges that have to overcome by the different countries and international peace organizations in a mutual and sustainable manner, as all these factors are interrelated with each other in the processes of international peace.History & Leadership An armed Sunni Islamist organization and group having the objective and intention to eliminate and eradicate foreign influences from the Muslim countries is Al-Qaeda, which has become one of the significant areas of focus in every country and state. One of the basic objectives of this group is the eradication of the ones, whom they dee m and consider being infidels according to their theologies.One of the main purposes of this militant organization is the reestablishment of a state governed by a Caliph (Islamic leader), which is the title given to an Islamic leader controlling the political leadership, as well as, religious leadership in the religion of Islam. In this regard, struggle for the above-mentioned reestablishment of a caliph-governed-state was performed by the adherents of Wahhabism; that is, an orthodox conventional Islamic movement, which was named after its founder, Muhammad ibn Abd al Wahhab, and Salafism; another orthodox Islamic fundamentalist movement.They are the prominent pioneers and militants of this armed group. These two movements of their Islam are very dominant in Saudi Arabia, Western Iraq, and Qatar. These countries played a vital role in the encouragement of the revolutionary activities of this militant group. In the year 1980, a Muslim organization was founded, namely ‘Maktab al -Khadamat’ (Place for Service) that resulted in the evolution of Al-Qaeda according to some of the experts and analysts in this field, which vary in number and cannot be specified in a paper.War against the Soviets, particularly, in Afghanistan, channelizing of funds, and recruitment of personnel who were trained by the Al-Qaeda were some of the main objectives of establishment of this organization. A Palestinian Islamic scholar, A. Azaan has been considered as the founder of this organization. He is considered as one of the influential leaders that remained the reason of Al-Qaeda activities for a long period. In this regard, paramilitary training camps were established and organized by this group, and Bin Laden was convinced and influenced by the Palestinian founder.In the result, funds were raised from the petro-billionaires of the Gulf, as well as, some of the royal families for this organization. However, some of the experts have analyzed that a major role has not been pl ayed by the MAK in the advancement of Al-Qaeda as a powerful opponent of the Western countries. The group is generally recognized by its leader, Osama bin Laden, whereas, Ayman al-Zawahiri has also influenced the practice, as well as, theory of this organization.A common cause is linking many collaborative and independent working cells, which may exist in more than one country, resulting in its operations to be not centralized from one place. The September 11 attacks on New York’s World Trade Center, as well as, on the Pentagon were the result of planning and execution of the abovementioned group that has committed multiple terrorism acts in the name of a term ‘jihad’ in the religion of Islam.In response, a number of series of legal, as well as, military operations were launched against the militant group, Al-Qaeda by the United States, which was supported by many other developed and developing countries, such as, Jordan, England, Egypt, Canada, Pakistan, etc. Th e United States, Canada, Australia, the United Kingdom, Saudi Arabia, NATO, and the United Nations, have officially designated this group as harmful and terrorist organization due to its continuous radical acts in different parts of the world.Thus, in this section, we have tried to discuss the leadership and initial years of the Al-Qaeda briefly. Case Studies In late October 2001, al Jazeera, a Middle-east television network’s journalist, Tayseer Alouni, videotaped the Osama bin Laden’s interview, while he was explaining the origin of his group. In his interview, Osama said, ‘The name ‘al Qaeda' was established a long time ago by mere chance. The late Abu Ebeida El-Banashiri established the training camps for our mujahedeen (trained force) against Soviet’s terrorism.We used to call the training camp al Qaeda [meaning â€Å"the base† in English] and the name stayed. In this interview of the year 2001, he used the word mujahedeen, which is used to describe the Muslims, who are ready to sacrifice their lives in any war or a meaning of struggle, often taken in the words, Jihad. In true Islamic context, it is an Islamic term that was derived from an Arabic root, which means to struggle or to strive. In the light of abovementioned reference, in religious terms, an inner effort and struggle for the mobilization of energies, in order to make one, a pious Muslim spiritually is called Jihad.Secondly, it is an attempt to serve the Islamic community and ummah through the mentioned capabilities. In extreme circumstances, it is regarded in military terms through the conquest of enemy’s territory or power. After knowing the true definition of Jihad in its Islamic terminology, a nonprofessional person can articulate that the ideology of Islam, which is being presented by these militant groups are fake and ridiculous. Islam is a religion of peace, which requires a Muslim to submit his will to the Almighty Allah, one God.Whereas, n o Islamic context or Allah’s words have ordered to kill innocent people and frighten them with the bombings and suicide attacks. Historically, if we investigate and analyze the origin of Al-Qaeda, we come to know that it was originally established, where training was given to thousands of mujahedeen, and they were recruited in Soviet by the militant organization. In the month of January 2001, the U. S. Department of Justice used the term Al-Qaeda for the first time, when four men were accused in the case of United States embassy bombings in East Africa.Again, if we examine the concept of Al-Qaeda for these militant acts, we can take the example of another part of the previously mentioned interview of October 2001. During the interview, the Al-Qaeda leader was asked regarding his sources that were supporting his activities financially. In reply, Osama bin Laden said, ‘This battle is not between al Qaeda and the U. S. This is a battle of Muslims against the global crusade rs. In the past, when al Qaeda fought with the mujahedeen, we were told, â€Å"Wow, can you defeat the Soviet Union?† The Soviet Union scared the whole world then. NATO used to tremble of fear of the Soviet Union. Where is that power now? We barely remember it. It broke down into many small states and Russia remained. God, who provided us with his support and kept us steadfast until the Soviet Union was defeated, is able to provide us once more with his support to defeat America on the same land and with the same people. We believe that the defeat of America is possible, with the help of God, and is even easier for us, God permitting, than the defeat of the Soviet Union was before. ’According to this statement of the leader of Al-Qaeda group, this war is not with the United States, which is often assumed by the media, but with the global crusaders. Even if we accept this statement of the militant chief, do innocent people of New York or the students of the United Kingd om are regarded as crusaders in their opinions, which were killed in the 9/11 attacks at the World Trade Centre and London train bombings respectively. This would have really made anybody feel ridiculous of the statement, or of the terrorist dealings that are happening nowadays in the world.To take things more theoretically, we should try to gather around more facts. According to Diaa Rashwan, a senior researcher at the Al-Ahram Centre for Political and Strategic Studies, in mid 1990s, a merger between the Bin Laden groups and the Zawahiri’s Al-Jihad groups was the result of a new name of this group, Qa’edat al-Jihad that means a base provided for the Jihad (the struggle). In the context of this section, we can have an understanding of the concept and theology of the Al-Qaeda leaders.Once again, the word Jihad was taken as the primary objective and purpose of this militant group, which was totally against the teachings of Islam. The young Muslims were brought into Afgh anistan for the training purpose, brainwashed by these militants, and were turned into new Afghani Mujahedeens. In the month of August 1988, according to a document of the Defense Department of the United States, the organization was defined as the establishment of an organization for the recruitment of young Muslims, and turning them into Afghani Mujahedeen, as mentioned previously in our discussion.It was also stated in this document that the one of the main objectives of this group was instituting the Islamist states throughout the world, while overthrowing the un-Islamic regimes, which were taken as enemies of the God. The expulsion of soldiers of the United States from the Gulf was their one of the targets, and in the end, it was their mission to capture the city of Jerusalem as a sacred city of Muslims. If we look into the past, wars have been fought in the name of religion. However, no religion and even in the history of Islamic wars, we have never seen a war, in which innoce nt people, women, children were killed.From the historical facts and the teachings of Islam, given by the Allah, a last option was given to the Muslims to fight in the name of their religion, if and only if, there was no other option remained in their hands. (Ajaja, pp. 67-69, 2006) This means that the Al-Qaeda leaders portray their activities as reflection of Islamic teachings, which is quite a wrong thing according to the history and teachings of Islam. We can decide through these statements and discussions that it is a wrong thing to call this militant group as an Islamic militant group. Political and social reasons can and may be behind the establishment of this group.Personal benefits and leisure have been the cause and motive of this organization. However, it would be very ludicrous to relate it with the Islam. In this regard, Al-Qaeda is a militant group with extremists misguided by some of the leaders who are Muslims for their own leisure, luxury, and fame. The statements an d writings of these groups may give a perception of a religion that gives the teaching of spreading blood and hatred in the world. However, their statements are very philosophical and illiterate in nature, if properly investigated and studied, as already being done by a number of experts and professionals around the world.In the year 1998, the Al-Qaeda leader was interviewed once again and the tape was shown to people of the whole world. If we analyze his statements during that interview, Allah was praised by him for the help, by which, America’s greatest buildings were destroyed. He was seen thanking God for His blessings on them, and causing humiliation that was tasted by Muslims since more than eighty years. According to Bin Laden, Muslims’ children were being killed in Muslim countries, Israeli tanks were infesting Palestine, and the blood, honor, and sanctuaries of Islam were being abused by the infidels.Even then, nobody was seen moving a single limb against thes e infidels according to Bin Laden. In one of his statements, he said, ‘These events have divided the whole world into two sides. The side of believers and the side of infidels, may God keep you away from them. Every Muslim has to rush to make his religion victorious. The winds of faith have come. The winds of change have come to eradicate oppression from the island of Muhammad, peace be upon Him. ’ If we look into this statement, according to him, his world was at the peak of division of the believers and the infidels.Secondly, he had asked every Muslim to wake up and rush out for the victory of his religion. Even if we accept, the injustices caused to the Muslims, and the injuries borne by them, no Islamic teachings guided to response in this manner, even with the enemies. If we go back into the history, Prophet Muhammad, the last Prophet of the Allah, and who spread Islam in the Arabia, he had also fought many wars during his life. We can see the examples of forgivene ss that He used to perform with the enemies, and even used to forgive those persons, who had abused him on the face, or even stoned His body.From the abovementioned examples, it can be analyzed that the militant and terrorist acts of this Al-Qaeda group was not more than acts of political wars. The statements of Al-Qaeda group may be primary religious, but in some parts. More fractions were used to humiliate the enemy and disgrace the religion of Islam, and that is the reason, which made even the Islamic countries to support the War of Terrorism, such as, Islamic Republic of Pakistan that has supported the abovementioned war for the eradication of Al-Qaeda forces in different regions of the world.Injustices were also done during this war of terrorism, and even innocent people became victims during this period. However, no difference remains, if a person slaps someone, who has just slapped him. Every religion that came in this world, taught and guided to speak the truth, help the peo ple, and serve the humanity. Therefore, if a group of extremists that arm themselves, kill innocent people and children of the so-called enemies, and call them the true believers, they are truly wrong.In this regard, all the evidences show that the members of this militant group are just misguided and brainwashed in order to fulfill the personal wishes of the leaders. Only radical and illiterate ideology of a religion is represented by these groups, and once again, one may not deem them as the representatives of Islam, which has often being done by most of the media and political authorities around the world. It has been analyzed that media has played a crucial role in the advancement of extremism of these terrorist groups around the world, which should be stopped by the concerned authorities, in order to acquire peace in the globe.In order to understand their philosophy in more detail, we should examine their other statements too. A ‘fatwa’ (binding religious proclamat ion) was issued and co-signed by Osama bin Laden, Ayman al-Zawahiri, Sumedh Gawai, and three of the other Islamist leaders on February 23, 1998. This edict was made under the banner of the World Islamic Front for Jihad against the Jews and Crusaders. Once again, it was very wrong step by them to use the word Islamic, as it only disgraced this religion, rather than giving it honor.In this declaration, it was announced that â€Å"the ruling to kill the Americans and their allies, civilians and military is an individual duty of every Muslim, who can do it in any country in which, it is possible to do it, in order to liberate the al-Aqsa Mosque (in Jerusalem) and the Holy mosque (in Makka) from their grip, and in order for their armies to move out of all the lands of Islam, defeated and unable to threaten any Muslim.This is in accordance with the words of Almighty Allah, and fight the pagans all together as they fight you all together,' and fight them until there is no more tumult or o ppression, and there prevail justice and faith in Allah. ’ In the light of the abovementioned pronouncement, it was compulsory for every Muslim to come out of his/her home and start fighting with any Jew that comes in front of him. Is not that a preposterous proclamation, or should it be taken as a dangerous edict?The most interesting thing, which takes attention of any person, is that traditional Islamic scholarly qualifications were possessed by neither Osama bin Laden or al-Zawahiri. However, the contemporary ‘ulema’ (true providers of Islamic teachings) were rejected by these radical extremists, and this responsibility was taken upon them by themselves. The September 11, 2001 attacks at New York’s World Trade Center and the Pentagon were the deadliest and the extreme cases in the American, as well as, World history.Almost 3000 people were killed, which included Christians, Jews, and interestingly, even Muslims. This act was an elevated operation of ter rorism, and it changed the lives of thousand of Americans, as well as, millions of people around the globe. In the month of October 2004, a videotape was released by Al-Jazeera, in which, Osama bin Laden claimed his responsibility of these attacks, and he stated his inspiration to be the 1982 Israeli attacks at the high-rises in the Lebanon. Once more, he performed this act of repetition that was done wrongly in the past in a reciprocal manner.Even if Israel had done a devilish act, Islam had taught to forgive and pray for the blessings, even for the enemies. However, what happened was totally different and diverse from the Islamic teachings. In this way, the Al-Qaeda once again performed an anti-Islamic act in front of the globe. In this videotape, Osama bin Laden said, ‘As I looked at those demolished towers in Lebanon, it entered my mind that we should punish the oppressors in kind and that we should destroy towers in America, in order that they taste some of what we tasted and so that they be deterred from killing our women and children.’ It seems from these terrorism acts and their statements that this would not stop in the near future, and a war may not be the solution of this issue. Their philosophy, ideology, and psychology are related to their hearts, and that tends them to react in this state of terrorism. One more example of their statements is the incident of July 13, 2006. In the Srinagar region of Kashmir, a man claimed to be the representative of Al-Qaeda, and announced the Muslims of Kashmir and the people worldwide, of their arrival in this region.Kashmiri Muslims have been struggling since 1947, but declaration of Al-Qaeda from this event showed the chances of more extremism in this region. The spokesperson also attributed the recent blasts to his group, calling them a consequence of Indian oppression, which was suppressed by the Muslim minorities. These series of different statements showed the image of Muslims and particularly, Islam as a religion of war, rather than the peace.These acts can only be the motives of political benefits and advantages, as no Islamic teachings teach the Muslims to do the struggle in this manner, even against their enemies. Therefore, once again, it would be better to declare that these statements and writings can only be a reflection of motives behind personal promotion, rather than the religious beliefs and teachings. However, it is still confusing to decide the final resolution, as the Al-Qaeda’s nature and extent of its working and operations throughout the world, remains an area of dispute.It has been observed that Quranic teachings are used for the justification of their activities. However, this group has not ever accepted the Quranic teaching that has encouraged forgiving rather than a war. As earlier mentioned in the paper, it has been observed that a number of anti-terrorist forces have been created, peace organizations have struggled to approach a resolution; but nothing has provided any nonviolent and peaceful solution, which has been a serious concern for a number of nations and millions of people around the globe.In this respect, the War on Terrorism has been one of the major counter responses that have been planned and implemented in various parts of the country, in order to eliminate and eradicate the Al-Qaeda group from the map of this planet. However, high-tech equipments, facilities and resources of super powers, such as, the United States, Canada, the United Kingdom, etc. have not been enough to eliminate such groups, particularly, the Al-Qaeda that has been the basic inspiration and support for the minor groups.Following the attacks of World Trade Centre, military, legal, as well as, individual actions were performed by various countries, which were deemed as the War on Terrorism. For instance, Pakistan played a crucial role in the War on Terrorism, as its forces put many Al-Qaeda members behind the bars near the Pak-Afghan bor der. Before the commencement of the abovementioned war, a chance of surrender was given to some of the top leaders of the Al-Qaeda by the United States government that was rejected by them.However, a neutral country was considered by the extremist leaders for the trial of Osama bin Laden, if evidences of involvement of the leader would be provided by the U. S. government. In response, the United States government rejected the proposal and deemed it as irrelevant. In the result, Afghanistan was invaded by the Western allies, and Taliban government was removed during this war. Obliteration of training camps and infrastructure of the Al-Qaeda was done by the Western armies with the support of air forces of various countries.In the result, it has been analyzed that most of the Al-Qaeda was deteriorated and its members spread in different parts of the country in minor groups. Many of the militants were arrested, and mostly, killed during the aerial bombardment by the Western air forces. Initially, success was celebrated in this war; however, still, some of the top leaders including Osama bin Laden has not been caught by the Western forces. Moreover, it has been analyzed and noted by some of the experts that increment of 607 percent has been observed in the attacks by the militant groups, particularly, in the Iraq.The United States, as well as, Americans in other parts of the world has been noted as in great danger by most of the diplomats around the world. In addition, the War on Terrorism has not been won by the United States and its allies, as noted and believed by approximately eighty-five percent of the experts in the field of foreign policy. Thus, the Al-Qaeda has not been eliminated yet, and attacks are being observed every other day in different parts of the world, predominantly, the places with Western allies and Americans around the world.It cannot be said that the Al-Qaeda has been eliminated, nor the United States have lost the war. The case study of the Al-Qaeda is still a mystery for some, and conflict for others. Conclusion From the understanding of the mentioned statements, it can be articulated that these acts and thoughts are the result of hatred against the United States, Israel, and other Western countries, rather than an effort of struggling as per the teachings of Islam.According to their Islamic ideology, these abovementioned countries are taken as the infidels and enemies of the Islam. They take it as these countries are trying to abuse the social, economic, cultural, and traditional values of their religion. Many of the Saudi, Sufi, and Shia scholars, who were results of the previously mentioned Wahhabism, wrote about the United States as the country of corruption, despotism, evil, and aggression. It was considered as a state of spreading abomination and corruption in the world.The resources being used on wines, cigarettes, and sex channels were the causes of their hatred against these Western countries. In order to do minate their desire of revenge against these states, they portrayed themselves as the true representatives, scholars, and believers of the religion of Islam. Young Muslims were brainwashed and persuaded to sacrifice their lives for the motive of Islam. However, the main objective was to humiliate the enemy, rather than to honor the religion.The different proclamations of these extremists, such as, the future conquest of Rome and all of the European continent, the state of confrontation with the West, civilians in the infidel states deserve to die, democracy as the religion of the infidels, and considering the West as God’s enemy, are some of the many and various statements given by these extremists, which only portray their personal motives behind these acts, and not the Islamic ideology in any sense.Many experts, writers, investigators, and analysts have tried their best to analyze the Al-Qaeda’s position, in light of their statements and writings, but it is still a t opic of argument due to its anonymity. However, we have tried our best to examine and scrutinize the testimonials of this militant group, in order to decide their role as an Islamic group representing their religious teachings and belief, or an extremist side of coin that is trying to cope up its problems radically.Conclusively, according to the investigations done by different experts, and facts available for the analysis, Al-Qaeda network do not exhibit or seems to be trying to portray an original picture and ideology, which was given by the Holy Quran or the Messenger of Allah, to the Muslims of the world.Thus, this paper has studied and discussed initial days of the Al-Qaeda group, the causes that resulted in the extremism of their ideology, and authorities and individuals that have influenced the advancement and development of the Al-Qaeda, which has resulted in deterioration of millions of lives and valuable resources in different parts of the world.We analyzed during the pape r that one of the main purposes of this militant organization is the reestablishment of the caliphate that is the title given to an Islamic leader controlling the political leadership, as well as, religious leadership in the religion of Islam. It is hoped that this paper will help students, teachers, professionals, and experts in the better understanding of the role of Al-Qaeda in the terrorism that has worsened and weakened the peace in the globe. References Brad K. Berner. 2005. The World According to Al-Qaeda.Booksurge Llc. Daurius Figueira. 2004. The Al Qaeda Discourse of the Greater Kufr. IUniverse. Dele Ajaja. 2006. The Return of Al-Qaeda: When a Dreaded Terrorist Reaches the Turning Point. IUniverse. Jason Burke. 2004. Al-Qaeda: a True Story of Radical Islam. I. B. Tauris. Olivier Roy. 2004. Globalised Islam: the search for a new Ummah. C. Hurst & Co. Publishers. Paul J. Murphy. 2004. The Wolves of Islam: Russia and the Faces of Chechen Terror. Brassey's. Robert O. Marlin. 20 05. What Does Al Qaeda Want? : Unedited Communiques. North Atlantic Books.